The Investigation Of The Preschool Teachers' Practical Knowledge In National Regions

It has to be the first time to raise a man,and the teacher's expertise has been through the entire career of the teacher,and the accumulation and development of teacher's practical knowledge has been in the process of the development of the teacher's professional development,and therefore,to promote the professional development of kindergarten teachers,and to improve their professionalism,it has to be focused on the practical knowledge that is the basis of the professional development of kindergarten teachers.The professional development level of preschool teachers in ethnic areas is the support of education quality in ethnic areas,and the development of practical knowledge of preschool teachers in ethnic areas is concerned.It is of great and far-reaching significance for improving the quality of education in ethnic minority areas,promoting social and economic development in ethnic areas,and promoting the common prosperity and development of all ethnic groups.Based on the existing research on teachers' practical knowledge,this study conducted a general survey on the development status of practical knowledge of preschool teachers in Hohhot city by using questionnaire survey method,interview method,observation method and text analysis method.On this basis,the author analyzed the differences between different age,professional title,nationality,education,gender,income level and professional development stage of preschool teachers' practical knowledge,and found out the reasons for the development of teachers' practical knowledge,and put forward strategies to improve practical knowledge,so as to provide references for the professional development of preschool teachers in ethnic areas and provide reference and basis for teacher education and training.This paper consists of seven parts.The first part mainly elaborates the background of the research,including the reasons for choosing the topic and the significance of the research;the second part defines the concept of practical knowledge for preschool teachers in ethnic areas,and summarizes the research at home and abroad;the third part discusses the research design,including the main content,research methods and so on;the fourth part presents the overall status of the development of practical knowledge of preschool teachers in ethnic areas from both macroscopic and microscopic perspectives.On the macro level,from the ten dimensions of teacher's interpersonal knowledge,conservation knowledge,and cultural selection knowledge,it is found that the actual state of knowledge development of kindergarten teachers in Huhhot has achievements and deficiencies,the development is not balanced enough,and needs to be strengthened in many dimensions;Differences in the practical knowledge of preschool teachers in ethnic areas,that is,from the seven dimensions of age,gender,and nationality,were compared and analyzed.It was found that the practical knowledge of teachers has significant differences in terms of age,ethnicity,gender,professional titles,and professional development.However,there is no significant difference in academic and income levels;the fifth part focuses on the problems existing in the development status of preschool teachers in ethnic areas,such as the lack of conviction in education,the lack of practical knowledge in communication with leaders and communities,etc;the sixth part proposes strategies to promote the development of practical knowledge for preschool teachers in ethnic areas.For example,it is necessary to rationalize the policy of ethnic education,increase the pertinence and effectiveness of kindergarten training,reduce the teacherto-child ratio in kindergartens,reduce the burden on teachers,and improve the treatment of teachers.Life situation and pre-service education Strengthen the cultivation of practical knowledge of teachers,establish rational and long-lasting scientific research mechanisms,masterapprentice pairs,help each other,build teacher growth portfolios,strengthen the awareness of teachers to generate practical knowledge,and strengthen careers.Confidence,based on practice,willing to dedicate,actively reflect,read more related books,participate in educational action research,etc.to enhance teachers' practical knowledge.